Transcript Phonology Training PowerPoint - Woodland Park School District Re-2

Project Read - Phonology
Multisensory Structured Reading Program
Woodland Park School District
May 20, 2016
PROJECT READ
What Programs Do We Currently Use?
 Why Project Read
 Data
 Stories from the Trenches
 Research
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What we are currently using
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Treasures
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Novel Studies
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DBQs
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SRA
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Read Works
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Daily 5/CAFÉ
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Learn Zillion
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Education City
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No Red Inc
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Pinterest
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Teachers pay teachers
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Letter Land
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Multisensory reading
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Rummy Roots
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Scholastic (still floating…)
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Read Live
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Seeing Stars
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LIPS
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Orton-Gillingham Strategies
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Project Read (Dave Uher especially)
Project Read - Theory
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Direct Concept Teaching
◦ Reverse of discovery learning – every skill is explicitly taught
◦ Repetitious, constantly spirals
◦ Continual progress monitoring
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Sequence Based on Logic Links of our Language
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Multisensory – Visual, Auditory, Kinesthetic and Tactile
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Task analysis of skills is dependent on scope and sequence of our language
Bare bones – from simple to complex
Highly structured
Controlled vocabulary (beginning systematic phonics)
Abstract concepts are made concrete
Kinesthetic & tactile strategies compensate for processing problems
See, hear, feel, do
Students actively participate
Use of association to compensate for poor visual memory
Application to Independent Accurate Reading & Spelling
◦ Skills taught to automaticity
◦ Metacognitive strategies to increase independent application
Project Read - Phonology
Phonology: Grades K – 2/3, Systematic
phonics instruction
 Linguistics: Grades 3/4 and above,
approach for students still struggling with
phonology
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◦ Teaches same phonology concepts but moves
them more quickly into multisyllable words
◦ Respects the learner
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Affixes:
◦ Prefixes, suffixes, roots/bases, Latin, Greek
Multisensory - VAKT
Multisensory
techniques are
critical for some
students to improve
their memory.
It’s good that
students are able to
verbalize a word they
see (read it), but if
they can reproduce it
or spell it as they
hear it, it is more
likely to be in their
long term memory
and less likely for
them to not know
that skill at a later
date.
Write It
(Tactile /
Kinesthetic)
See It
(Visual)
Hear It
(Auditory)
Say It
(Verbal)
SEQUENCE
Beginning
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The sequence is very important
Begins with short a and few consonants
(ones that are not easily confused)
Practice making CVC words using just the
short a and the few consonants
“Sight words” are introduced strategically
In the beginning, it always seems like you’re
moving slow…..but you’re doing a lot –
you’re building the foundation and once
that’s built, later on you’ll be able to add
more and more at a much faster pace
Compare Beginning Sequence
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Fry Words – First 50 “Sight Words”
◦ Letter /a/ makes the following sounds:
 and, a, that, was, are, as, at, have, had, what, all, said, each
◦ Letter /e/ makes the following sounds:
 the, he, are, they, were, when, there, each, their, use
Of the first 50, only 19 are “Sight Words”,
the rest are phonetically regular words
 “Sight Words” should be reserved for
true “sight words” which must be
memorized and introduced strategically
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Two Key Strategies
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Strategies for Phonetically Correct
◦ Sound/symbol code
◦ Syllabication – affixes
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Strategies for True Sight Words
Sounds – Words – Sentences – Text
NOT JUST PHONICS
Do a little bit multiple times each day……but always
embed skills into text
Sounds
Words
Sentences
Text
DEMO LESSON
Debrief Demo
Pure sounds, clipped sounds
 Cueing sentences – concrete cues
 Volume of cards – nothing retires in K
 Pace – very quick,
 Notebook – see, say, hear, write
 Reading for spelling, reading for reading
 QUESTIONS:
 What did you see? What did you hear?
How did you feel? What did the children
write?
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Notice: Repetition
Q. Is it a whole class instruction?
A. Yes, when they move to their seats, they will also do it with the partner
Q. What about students who are above (below) grade level?
A. Two boys really benefited from the phonetic work. A couple of girls were
very strong. The kids do it very fast.
A2. The students who struggle do it multiple times: with the whole class, during the
Focus Groups, etc.
Q. Sky writing during training was in a particular way? Why do we practice on the
floor?
A It is all: touching, feeling, sky writing, etc., etc.
Notice: Doing and Saying all the time
Q. How long is the lesson?
- The warm up – 5-7 min
- Then they move and work with sentences
- Move and work with the partner
- Read Bonnie Kline stories….
- Intervention work may/will vary, depending on the needs (always cards, sounds,
words. Immediately going into the text where it can be applied)
Cont’d
- You are saying “sounds,” but you were also adding words.
- Yes, especially when I hear the children inserting vowels into sounds
- Additionally, multi-sound words require examples of words where they can be used
Q. How does it feel experiencing this training?
A. ELL students benefit from it tremendously. Patterns to practice over and over again!
Automaticity!
IMPORTANT:You teach first before you start flashing the cards!
SOUNDS
7 Steps – Introducing New
Sound
Display the letter/sound - t
● Locate the ‘t’ in the alphabet
● Model Sound (clipping or hand signal)
● Students practice the sound
● Phonemic Awareness – finger blending
placing the sound in a word
● Write Letter – Trace, Glued Letter, Felt
Paper
● Lock in Sound-Symbol – Skywriting,
Memory Box, White Board
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Phoneme Cards
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Letter/sound card pack
May be purchased or made with index cards
Used when introducing new sounds and
reviewing previously learned sounds
Used as flash cards or manipulating sounds
Sounds from the Phoneme/Grapheme Chart
(Sound/Symbol Chart)
May want to use a pocket chart to put the
cards up in front of students
Hand Signals for Vowel Sounds
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Short a: starting at chin with 2 fingers, form a
short diacritical mark
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Short i: itchy nose, then dot the I
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Short o: form on “o” with your fingers (Miss
Odd the opera singer)
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Short e: touch the edges of your mouth where a
horse’s bit would be (Mr. Ed)
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Short u: finger pointing up (like an umbrella)
From Introduction to Automaticity
of Sounds
Use flash cards or lists of sounds to
practice the sounds
 Continue to practice, practice, practice in
multiple ways
 Goal – automaticity (one sound per
second)
 Students should be able to say the sound
or sounds associated with a phoneme
automatically
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SOUNDS INTO WORDS
Finger Blending – Phonemic
Awareness
Watch, listen, think – thumbs up when you
think you know the word
 Starting with the thumb – teacher says /a/
then /t/ with index finger. As good – start
with the finger that “feels naturally.”
 Teacher sweeps the sounds together
 Say the word /at/
 Use the word in a sentence
 Use finger blending ALL THE TIME!
 Is used later for spelling, tapping out a word,
etc.
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Finger Blending – Phonemic
Awareness
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Watch, listen, think – thumbs up when you
think you know the word
Starting with the first finger – teacher says
/a/ then /t/ with index finger
Teacher sweeps the sounds together
Say the word /at/
Use the word in a sentence
Use finger blending ALL THE TIME!
Is used later for spelling, tapping out a
word, etc.
Introducing Words from Unit
Each unit will introduce a new sound that
will be blended into a variety of new words
 As a new sound is introduced, manipulate
the sound with other letters to form new
words
 Put new words into context
 Words from each unit should be practiced
several times – at first “pounding them out’
but moving toward automaticity
 Same words are used for spelling (remember
if they can spell them, more likely to be
moved to long term memory
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Sounds into Words Demo
TRUE SIGHT WORDS
Red Words – Sight Words Strategy
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Non-phonetic words
Printed on red (for younger students)
These words are never “sounded out”
Students tap out the letter names on their arm
Left arm extended straight out in front of them,
as each letter is named, a tap is made by the
other hand starting near the top of the arm and
tapping down the arm for each letter
Finish by sliding fingers down the arm and saying
the word
“Said”…… ‘s’ ‘a’ ‘i’ ‘d’… “said”
Words - Automaticity
Words from the unit are practiced,
practiced, practiced for automaticity
 Combine both phonetically correct words
and true sight words
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WORDS INTO
SENTENCES
Sentences From Each Unit
Sentences for reading and practice and
eventually spelling are included for each
unit
 Sentences are designed to apply the
concepts from each unit, sight words from
each unit and review previously learned
words and concepts
 Students use them for vocabulary
development
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Sentence Dictation
Very important for spelling & editing practice
 Spelling single words is helpful, but students must be able to
spell words in context
 Students must: listen to the teacher, analyze the sentence, apply
strategies learned to a variety of words and improve their
automatic retrieval. The process includes:
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1.
2.
3.
4.
5.
Pencils down.
Teacher reads the sentences.
Students repeat the sentence – tapping out the number of
words
Students begin writing – skip a line
Edit – have them go back, rereading the sentence to themselves
checking for missing words, correct capitalization, etc.
Repeat the sentences as many times as needed. Correct them
in class making corrections above the word.
 Give them the underlining option – underline a word they
know is spelled incorrectly
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Whiteboards - Notebooks
Writing completes the V, A, K, T
 Moves into long term memory
 Ties it all together!
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STORIES/TEXT
Text
Every day – read text
 Forces the application of learned skills
 Goal – to read quickly, efficiently and
effortlessly.
 Struggling students who have to stop to
figure out words, will not be able to read
fluently or be able to comprehend what
they’re reading
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Text, cont.
Struggling readers – in the beginning using controlled
vocabulary practices the skills they’ve learned and
improves confidence
 As skills and confidence improve, students are more
able to handle exceptions
 As students progress or when not using decodable
text – word study before reading
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◦ List words from their reading selection
◦ Have students decode and/or analyze vocabulary prior to
reading
◦ Students apply the skills to a variety of words and are
more likely to read the words correctly when coming
across them in text (builds confidence) and able to
concentrate more on comprehension
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Have students read text multiple times
Why Text Without Pictures
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Repetitive Text with Pictures:
◦ Encourages guessing at words based on the
pictures as FIRST strategy
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Controlled Text without Pictures or
which do not rely on pictures:
◦ Encourages students to use “Sounding Out”
strategies or phonology strategies FIRST!
◦ Use prompts to trigger the metacognition
◦ Sound it out? Is it a red word?
Decodable Text
Especially important in the beginning for
students
 Helps them gain confidence
 Bonnie Kline Stories – matched to the
Phonology Units, use as needed
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◦ Black-line masters, may be used with
comprehension templates
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Other series/reading materials are listed
in Phonology Guide
What’s Wrong With Guessing?
Common "Con-" Words (out of 1947 “con” words)
By Upper Elementary/Middle School
con
concave
conceal
conceit
concept
concern
concert
concise
conclude
concord
concrete
condense
condo
condone
conduct
conduit
confection
confer
confess
confetti
confide
confine
conflict
conform
confound
confuse
congeal
congest
congress
conjoin
conjure
connect
conquer
conscript
consent
conserve
consider
consign
consort
conspire
constitute
constrain
constrict
construct
consult
consume
consign
contain
contemplate
contempt
content
contest
context
continent
continue
contour
contract
contraption
contrary
contrast
contribute
contrite
contrive
control
controversial
contusion
convalesce
convect
convene
convenient
convent
convention
converge
converse
convert
convext
convict
convince
convoy
convulse
But……
Decodable Text is not the only reading
material
 Other opportunities in the beginning to
read other literature
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Key Aspects of a Lesson
Quick, fast paced
 Every day – but not for a long time
 Practice, practice, practice
 Repetitive, sequential
 Sounds – Words – Sentences – Text
 See it, Say it, Hear it, Write it
 Apply the strategies in their reading and
writing
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Demo Lessons
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Introducing a new sound on the very first day & daily practice of phonemes
and sight words.
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Introducing a new affix on the very first day & daily practice of affixes &
vocabulary words.
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Entering Words/Reading for spelling/Reading for reading/Sentence
Dictation.
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Sentence dictation & using decodable text. Include building auditory
memory, counting words (K/1) and chunking sentences into phrases
(2nd/3rd)
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Applying word analysis, affixes, vocabulary strategies in the upper grades
when you are no longer using decodable text. Especially useful to help
students access grade level content while they’re still decoding at a lower
level.
Debrief – Questions – Day 2
Significant understandings?
 Questions?
 Need more information
 Next Steps
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Review Parts of a Project Read
Lesson
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Review sounds/previous learning
Introduce new concepts:
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Sounds
Words
Sentences
Text
Apply in Literature
Continually force application
Practice, practice, practice
Goal - Automaticity
Significant understanding/findings/observations/conclusions/etc.
- Clearer understanding of the starting place for upper elementary (you will not
get there alone )
- Upper grades cannot go all the way back to “cat.” We must make sure that
children understand “the sounds,” and syllabication.
- Use multi-syllabic words in a controlled context
- Review fast 
- It is really important for everyone to do the correct things!
Questions
- Materials?
- Inventory! Only then start ordering/buying. IRT is a POC
- Support? – Connect with your building. Go observing. Make a list of needs that
can be organized into the next training/collaboration
- One of the keys – CORE & INTERVENTIONS are coming from the same source.
- PART II
- More details
- Grade levels workshops: pacing calendars, scope & sequence, “get your stuff
together” so to speak
- Practicing! Everyone is a teacher. Even 10 min will be valuable.
- We will scan samples of notebooks, pictures of the hand cueing, etc.